West Virginia Department of Education



7th Grade Mathematics Student Learning Goal Template

|Specific Context |7th Grade mathematics classroom with co-teacher. |

|Content |7th grade mathematics |

| |Students worked to investigate the associative and commutative properties. Students created simple mathematical |

|Baseline Data: |problems to test these properties in order to discover for which mathematical operations these properties will |

| |work. They worked to create and solve two-step, multi-step equations and inequalities and graphed their solutions|

| |on a number line. Their work was assessed with a percentage grade. On a 10 point rubric, three students scored |

| |a 6, fifteen students scored a 5 and seven students scored a 4. |

| |7th grade students will use properties of operations to generate equivalent expressions. |

|Goal: |M.7.EE.1 |

| |apply properties of operations as strategies to add, subtract, factor and expand linear expressions with rational|

| |coefficients. |

| |M.7.EE.2 |

| |understand that rewriting an expression in different forms in a problem context can shed light on the problem and|

| |how the quantities in it are related. |

| |M.7.EE.3 |

| |solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any |

| |form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to |

| |calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of |

| |answers using mental computation and estimation strategies. |

| |M.7.EE.4 |

| |use variables to represent quantities in a real-world or mathematical problem and construct simple equations and |

| |inequalities to solve problems by reasoning about the quantities. |

| |Seventh grade students will: |

| |Make sense of problems and persevere in solving them. |

| |Reason abstractly and quantitatively. |

| |Construct viable arguments and critique the reasoning of others. |

| |Model with mathematics. |

| |Use appropriate tools strategically. |

| |Attend to precision. |

| |Look for and make use of structure. |

| |Look for and express regularity in repeated reasoning. |

| |Students will be collaboratively and cooperatively working to explore and investigate expressions, equations, and|

|Strategies for Attaining |inequalities. Through engaging activities, students will gain knowledge about properties of real numbers. They |

|Goal: |create and solve two-step and multi-step equations. They solve inequalities and graph their solutions on a number|

| |line. |

| | |

|Collaboration: |Mathematics teachers will collaborate with other math and science teachers to create and/or adapt rich tasks that|

| |require generating equivalent expressions that would benefit both classrooms. |

| | |

| | |

|Measures: |All students with 70% accuracy will independently create a presentation convincing their class which is the best |

| |amusement park by writing and solving equations and inequalities to find prices for a specified number of |

| |students and adults to attend each park. |

| | |

| |Evidence of Student Engagement in the Standards for Mathematical Practices |

| |Proficient students clarify the meaning of real world problems and identify entry points to their solution. They |

| |choose appropriate tools and make sense of quantities and relationships in problem situations. Students use |

| |assumptions and previously-established results to construct arguments and explore them. They justify conclusions,|

| |communicate using clear definitions, and respond to arguments, deciding if the arguments make sense. They ask |

| |clarifying questions. Students reflect on solutions to decide if outcomes make sense. They discern a pattern or |

| |structure and notice if calculations are repeated, while looking for both general methods and shortcuts. As they |

| |monitor and evaluate their progress, they will change course if necessary. |

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